Thursday, December 31, 2015

Replacing
an aging, inadequate facility began with bitterness and vitriol and ended with
a labor of love

Although passing without fanfare, 2015 is the
50th anniversary year of the first graduating class from Windham
High School at its present location.

Construction began in 1963 following a
tumultuous year of acrimony over location and cost. Local newspapers published
scores of articles on the agonizing process that epitomized the classic battle
between the so-called “old” and “new” Windham. In December, 1962 the Portland
Sunday Telegram observed that the bitterness stemmed from the long running feud
between the generations of Windham families who felt that their current high
school, built in 1910 (which now serves as Windham Town Hall), had been “good
enough for them and ought to be good enough for kids today,” and the
“outsiders” new to Windham who favored “quality education…and better
facilities.”

The town’s population had grown from about 4,000
to almost 5,000 souls between 1945 and 1960 and talk of replacing the old wood
frame school off Windham Center Road had surfaced numerous times. Attempts to
pursue the idea were always voted down. By 1960, 396 students, grades 9 to 12,
were enrolled in the 50-year-old facility, designed to hold only 250 pupils;
500 or more was projected for the ’66 – ’67 school year. By 1963, study halls
were being held in the back rows of active classrooms and on the gym stage
behind a curtain. Double sessions were anticipated for the following year along
with the possible loss of state accreditation. The “old” Windham faction,
fearing higher taxes, was forced into the fray, quite literally, kicking and
screaming.

Round one concerned location. Fifteen proposed
sites were quickly narrowed to three by the newly formed school building
committee. The Allen site (which was ultimately selected) was favorably located
in the center of town next to the Field-Allen School on Route 202, but ledge
was a cause of concern for water service and waste disposal. The LeGrow site,
located northwest on Route 202 near Falmouth Road was an open area that would
require little or no tree removal, but was a long distance from the water main.
The Libby property on Park Road was initially approved, even though engineers
warned that it was uniquely situated and would necessitate costly water and
electric connections.

The questions over where the school would be
located, how it would be financed and how much of a tax burden it would bring,
dominated public meetings for weeks. The Westbrook American weekly newspaper
reported on what it called an “unprecedented controversy…neighbors have turned
against each other. Old and cordial friendships have gone on the rocks.”

Innuendo, charges and countercharges ruled the
debate in local gathering spots, at public functions, as well as public
hearings. Four of nine building committee members resigned, a complaint was
filed in Westbrook Criminal Court against the building committee for allegedly
holding an illegal executive session and, at one point in the controversy, the
chairman of the school committee said he received a death threat over the
phone. For a time it seemed there would be no resolve, and no new school. In a
later editorial, the Westbrook American commented “Few of principals involved
have been blameless. Many a conscience will turn in the weeks to come.”

Finally, a referendum vote changed the
location from the Libby to the Allen site in one of the highest voter turnouts
the town had experienced. But with one issue settled, another arose: Treated
waste from the site would be discharged into the Pleasant River. Hundreds of
petition signatures from sportsmen’s groups and local residents were presented
to the Maine Water Improvement Commission which held jurisdiction over the
project. Following river inspections and design reviews, the commission
announced it would not allow the introduction of pollution beyond the river’s
current high classification.

Questions concerning the selection of an
architect, financing and taxes remained. A bitter debate continued into 1963
when it was decided the town would apply for a $1,150,000 loan from the Maine
School Building Authority.

Construction began in early spring. By March
1, 1964 at the cornerstone time capsule ceremony, building committee member
Nora Branson set a new tone for the construction project that would soon admit
430 students into a new modern school saying, “Today marks the beginning of a
good and prosperous community. My job will be grounds…draperies and colors…an
exciting labor of love.”

Thursday, December 24, 2015

I would like to take this opportunity to thank the
residents of House District 25 for the privilege of serving as your state
representative in the 127th Maine State Legislature. As your voice at the
capitol, I can assure you that I’ve been working thoughtfully on your behalf.

As you are well aware, the legislature is currently
divided between the two political parties. Democrats control the House of
Representatives while Republicans control the senate. Accomplishing anything
requires the ability to work together, which is really what our constituents
should expect of us.

We’re heading back into session soon and I will continue
to focus on welfare reform, tax relief, supporting working families and
middle-class Mainers, and bettering K-12, as well as higher education.

In an effort to best represent you, I’d like to hear
about your feelings on a variety of issues and concerns. A great way to do this
is by taking a moment to fill out the included survey and mailing it back to
me. I will also be including this survey in my legislative newsletter.

Your participation will help guide me in the coming
session, adding value to every moment I spend in Augusta fighting for you.

Thank you in advance for letting me know your thoughts
and have a safe and happy holiday season.

2015 LEGISLATIVE SURVEY
Your thoughts matter!

How do you feel about the taxes you pay?
Property Tax
Too Low Kind of Low Just Right Kind of High Too High
Income Tax
Too Low Kind of Low Just Right Kind of High Too High
Sales Tax
Too Low Kind of Low Just Right Kind of High Too High
Food and Lodging Tax
Too Low Kind of Low Just Right Kind of High Too High

Are you getting from State government what you pay for?
q I’m dissatisfied. q I’m satisfied. q I get more than I expect.

Fourth
graders from Stacey Sanborn and Sarah Zima classes at Manchester School got a
lesson in nutrition after harvesting carrots from the school’s gardens and
making creations with them recently.

With
the help of parent volunteers, Chef Samantha Cowens-Gasbarro, the school nutrition and wellness coordinator
for RSU14,
and Pam Lanz, a former guidance counselor at the school, the students made a
variety of recipes featuring either orange, white or purple carrots and parsley
all from the Manchester School garden.

The
harvested carrots were all weighed, for a total of 36 ½ pounds. One carrot
tipped the scales at one pound. Left overs that were not used in the soup or
muffins the fourth graders made were put into the freezer to be used this
winter in the school’s lunch program.

“All
of the kids reflected on the project and made connections (to all subject
areas),” said Sanborn. RSU14 superintendent Sandy Prince also came to sample the
creations. “That really made an impression on them,” said Sanborn. They thought
that if Mr. Prince came then what they were doing must be very important, she
added.

It
was determined that the white carrots were sweeter and the purple carrots
stained hands and mouths. Most of the students tried the muffins and the soups
that were prepared.

“I
liked the muffins. I didn’t notice the carrots,” said Eliza. She did however
notice the pineapple taste.

“I
shaved carrots for the first time,” said Claudia, whose hands turned dark
purple for a couple of days.

The
gardens were started at the school in 1999 right after the school was
renovated. Vegetable gardens were added in 2009. Now with the hoop house, which
they’ve had for five or six years, the program has grown a lot more and more
children have access to the garden and to fresh produce.

Jaydon
said, “I didn’t expect to like them, but I liked the muffins. I get to go home
and make more.” She was also excited about meeting the school chef.

Anthony
also liked meeting Chef Sam, as they called her.

This
is the fourth year that Sanborn and her class have cooked with the items they
have harvested. All of the activities from the weighing and measuring of the
carrots to the measuring of ingredients have meaning when it comes to the
curriculum, Sanborn said. “We really find it valuable. It connects directly
with science and math.”

Parents
have said that children who garden at school come home and ask to garden there,
or are more helpful when it comes to picking vegetables for the meal or
preparing a salad while at home.

“It
shows our ongoing commitment to school gardening and sustaining what we've
created,” said Lanz, who started the gardening program at Manchester School.

Savannah,
her mom Selina Paine, and her sister helped with the gardens this past summer.

“We
made the carrot soup. It was so yummy. I liked the muffins the best,” said
Tabitha.

Sanborn’s
class also made applesauce this year as well as started a composting program.
Each year the classes involved decide what they would like to plant in the
garden. Sanborn said that this class is looking at dragonfly carrots to plant for
next season.

Three
classes take part in the gardening program.

The
following pieces were written by students in Sanborn’s class reflecting on the
garden to table process.

Carrots

By
Claudia Yurrita

I
tugged an orange carrot out of the ground along with a heavy puff of breath.

I
dragged it over to the dirty picnic table and slammed it on the table.

Next
thing I know, I’m in the kitchen rinsing a dirty carrot under the chilly water.

A
few days later I’m in the cafeteria shredding up carrots and dicing carrot
tops. Next I switch to the purple carrots. My hands turn a dark shade of
violet. When I finish chopping, I trot over to the crock pot. I slowly mix the
thick carrot soup. A garlicky aroma dances into my nose. I couldn’t wait to try
the soup.

I
bite into a carrot muffin and a burst of flavor explodes into my mouth. A
heavenly smile melts onto my face and now I know this was the best day of
school ever!

Carrots

By
Shawna Edwards

I
picked carrots. One of my carrots looked like a rat. Also I probably picked 10
or more carrots. The carrots were hard to pick. It was a lot of work. My hands
were dirty and cold. I probably picked more purple carrots than orange carrots.
When I washed my hands the dirt didn’t come off. My class picked 36 ¼ pounds of
carrots. The longest carrot was 11 ½ inches long. The heaviest carrot is 8 ½
ounces.

Washing
carrots is hard work because you are bending all the time. The purple carrots
had more dirt on them than the orange carrots. I mostly washed the purple
carrots but I did wash a lot of orange carrots too. The water was freezing cold
when I was washing the carrots. Also one time when I was washing the carrots
the water got really hot.

My
whole class went down to the cafeteria to make soup, muffins and some people
pealed carrots. Sophia, Cameron, Anthony, Jade and me made muffins. We all got
a chance to put in the ingredients. Then everybody got to put in the batter in
the muffin pan. While the muffins were baking, the class was all coloring a
page. I colored a cornucopia. Then when the muffins were done Chef Sam let them
cool. Then she let everybody try one but I didn’t try one, but I heard they
were delicious. The superintendent even thought they were delicious.

Carrots

By
Finn Smith

My
class picked carrots out in the garden. We picked 36 pounds of carrots. After,
we washed them in cold water. Some of the carrots were very dirty.

Next
we got into groups and cut and peeled carrots. They made our hands purple.
After, we drew pictures of Thanksgiving. Next I got to try carrot muffins and
soup. They were so good.

Friday, December 18, 2015

So the old saying
goes. We know that often, the difference between a good decision and a bad one
is how much we know beforehand. Should you buy a car from the dealership in
your town or the next one over? If one has been the subject of numerous
consumer complaints and the other is a sterling example of good business
practices, the choice is clear. But only if you know.

In the Legislature, the
same is true. The 35 members of the Senate and 151 members of the House of
Representatives are charged with making lots of decisions on behalf of Maine’s
people — judgment calls about wide-ranging topics from law enforcement to
fisheries management to tax policies.

Every lawmaker gets a vote,
but we break apart into committees to do the deep digging, the nitty-gritty of
research, debate and policymaking. And there, information about our government
is crucial.

For the most part, the legislature
is made up of dedicated people who care about their constituents and work
diligently researching the issues. It's well known that most of the
information in state government exists in the vast bureaucracy of the executive
branch and needs to be shared with the legislature, media and public. The
only way this information can be obstructed is if the governor prohibits his
department heads and staff from releasing it.

I’ve had the privilege to
work with six different governors — Democrats, Republicans and independents
alike and throughout that time, the executive and legislative branches have
worked together. The two don’t always agree, and they shouldn't. But they
maintained a professional relationship for the benefit of the state as they
worked together to solve critical problems.

For the past couple of
years that has all changed for the worse. For some reason the governor has
refused to allow his department heads and staff to testify and work with the
various committees of the legislature. At times he’s ruled that no senior
member of his administration may attend a committee meeting to answer
lawmakers’ questions about state business. At other times, he’s allowed answers
to be made only in writing. Unfortunately, the “answers” provided are often
vague and unhelpful. They lead only to more questions. Most agree that such a
shortsighted policy is counterproductive and lacks any semblance of sound
thinking.

The net effect is crucial
information about the state’s finances, its work to treat mentally sick
patients, its law enforcement efforts, and more have all been kept from
lawmakers. This is contradictory to what's consistently happened with
previous governors and most unfortunately, this policy obstructs legislative
efforts to find solutions to serious problems. The most frustrating
aspect of the governor's policy regarding his refusal to allow his department
heads to work with the legislature is simple - it flies in the face of
commonsense and keeps important information about state government from the
public.

The only reason given by
the governor for prohibiting the sharing of critical information is because he
says his government employees don't have time. Many believe such a reason
doesn't pass the straight face test. Obviously, this also sets a dangerous
precedent of obstructionism that the public, once told, will find totally
unacceptable. After all, if only the executive branch is privy to information
about the state’s business, the legislature is hamstrung in its efforts to
write budgets and craft policy and public input is severely limited.

The legislature, and
especially the public, needs to insist that this unreasonable policy needs to
stop. When elected officials are kept in the dark, their ability to
represent their constituents' best interests is diminished. More importantly,
it cannot become the norm for any branch of government to restrict information
from the public regardless of who gives the order.

The Windham
Eagle student of the week is Julia Burns, a 14-year-old who attends Windham
High School as a freshman. Although she’s not sure what profession she wants to
pursue, she knows she wants to be in Maine.

Julia lives at home with her mom, step-dad and
brother. She also sees her dad, who lives in Portland, a lot.

“On one of the first days of school, she
helped a student who was extremely anxious find the nurse.She also has helped out with passing student service's
passes out as well as continually working on school work and keeping her grades
up.She volunteers at Riding to the Top,”
said freshman study hall monitor Terri Whyte said. r

“The most important things in my life right
now are horses, I devote a lot of my time to being with them and I just love
it. Riding takes my mind on things and when we aren’t riding, we are doing so
many barn chores and having fun that we don’t have time to think about anything
else,” said Julia.

At school she’s most successful in her health/
wellness class and in physical education because she does all her work, turns
things in on time and “I try my hardest and I have fun.”

“My learning used to depend intently on the
teachers, what they did for the lesson, if they did a lesson, or if they did
something fun. What makes learning fun now is my friends, my relationships
built with my old friends from back in our middle school days, to my new
Raymond friends, everyone just makes this school a fun place to learn, and even
though I do socialize a lot, we do always end up with our work done,” Julia
said.

In her free time, Julia often hangs out with
her friends, or is somewhere fun with her dad. Sometimes she’s out on Peaks
Island working with horses and being with her friends that share the same
passion she does.

Favorite Movie: Flicka

Favorite Music Group: I like country, trap and
some heavy metal

Favorite Holiday: Christmas because there is a
lot of family around and I get to spend time with them.

Hobbies and extracurricular activities: I ride
horses on Peaks Island and I volunteer at Riding to The Top in Windham, I also
love just spending time with my friends